Guide | The educational pyramid – accessible testing

In the pursuit of accessible testing and examination, the inclusive education pyramid, based onAHEAD’sThe Inclusive Education Pyramid, helps. The model shows: the earlier in the process diversity is taken into account, the fewer individual adjustments are needed later. The pyramid has four levels, each with its own focus. The premise: design tests in such a way that as many students as possible can take them without additional accommodations.

Level 1 – Universal Design for Learning (UDL).

This is the basis of inclusive testing policies. Tests are proactive, in design accessible to a wide range of students. Consider multiple test forms, flexible submission times, clear instructions in various forms, and the use of accessible digital platforms. Provisions need not be requested here: inclusion is built in by default.

Explanation

Here lies the foundation of accessible testing policies. Tests are made accessible to a wide range of students right from their design. For example:

• Multiple test forms
• Flexible test or submission times.
• Clear instructions, both written and visual
• Use of simple, accessible digital platforms.

Keys according to this principle do not require a separate request for facilities; they are included by default.

Level 2 – Group-based support

Some students have overlapping needs, for example, dyslexia, ADHD or autism. At this level, support is organized that applies to multiple students at the same time. Examples include group sessions for tutoring, standard use of assistive devices or the provision of low-stimulus testing rooms as a regular part of the testing policy.

Explanation

Some students have overlapping needs, for example, because of dyslexia, ADHD or autism. At this level in the pyramid, support is made available for groups, without always requiring individual requests. For example:

• Group sessions for study support
• Standard use of tools
• Standard supply of low incentive test space.

Level 3 – Individual facilities

If a student has specific needs not covered by Level 1 or 2, facilities come into play. Think of extra testing time, assistive technology, or flexible deadlines on request. For these accommodations, the student makes an official request to the institution.

Explanation

If a student has specific needs not covered by Level 1 or 2, facilities come into the picture. Consider, for example:

• Extra time for a test
• Low incentive test space
• Deployment of assistive technology such as text-to-speech
• Individual flexible deadlines.

For this support, the student applies for a facility.

Level 4 – Personal support

In exceptional situations, intensive one-on-one support is needed. This could be, for example, a note-taker, a personal assistant with motor limitations or a sign language interpreter during a test. These facilities are customized and are tailored to the student’s individual situation.

Explanation

In exceptional cases, structural one-on-one support is needed. Consider, for example:

• Note-taker
• Personal assistant with complex motor limitations
• Interpreter.

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